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題名:變與不變:兩位國小教師學習自詢策略教學之歷程分析
書刊名:教育心理學報
作者:簡馨瑩 引用關係宋曜廷 引用關係張國恩 引用關係
作者(外文):Chien, Hsin-yinSung, Yao-tingChang, Kuo-en
出版日期:2009
卷期:40:4
頁次:頁619-640
主題關鍵詞:教師學習認知衝突閱讀策略Cognitive conflictImplicit theoryReading strategyTeacher change
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(4) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:86
  • 點閱點閱:31
期刊論文
1.Raphael, T. E.、McKinney, J.(1983)。An Examination of Fifth- and Eighth-grade Children's Question-answering Behavior: An Instructional Study in Metacognition。Journal of Reading Behavior,15(3),67-86。  new window
2.杜宜展、林世華(19981200)。國小學生發問行為及其相關因素之研究。教育心理學報,30(2),143-167。new window  延伸查詢new window
3.Anderson, V.(1992)。A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents。Teaching and Teacher Education,8(4),391-403。  new window
4.Fahy, P. J.(2001)。Addressing some common problems in transcript analysis。The International Review of Research in Open and Distance Learning,1(2),1-6。  new window
5.Duffy, G. G.(1993)。Teachers' progress toward becoming expert strategy teachers。The Elementary School Journal,94(2),109-120。  new window
6.Davey, B.、McBride, S.(2001)。Generating Self-questions after Reading: A Comprehension Assist for Elementary Students。Journal of Educational Research,80(1),43-46。  new window
7.Singer, H.、Donlan, D.(1982)。Active Comprehension: Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories。Reading Research Quarterly,17(2),166-184。  new window
8.Duffy, G. G.、Roehler, L. R.、Sivan, E.、Rackliffe, G.、Book, C.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putnam, J.、Bassiri, D.(1987)。Effects of Explaining the Reasoning Associated with Using Reading Strategies。Reading Research Quarterly,22(3),347-368。  new window
9.Jonassen, D. H.、Kwon, H. I.(2001)。Communication Patterns in Computer Mediated and Face-to-face Group Problem Solving。Educational Technology Research & Development,49,35-51。  new window
10.Peverly, S.、Wood, R.(2001)。The effects of adjunct questions and feedback on improving the reading comprehension skills of learning-disabled adolescents。Contemporary Educational Psychology,26,25-43。  new window
11.何縕琪、張景媛(20030400)。合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響。教育心理學報,34(2),157-178。new window  延伸查詢new window
12.邱上真(19910700)。學習策略教學的理論與實際。特殊教育與復健學報,1,1-49。new window  延伸查詢new window
13.李源順、林福來(19981000)。校內數學教師專業發展的互動模式。師大學報. 科學教育類,43(2),1-23。  延伸查詢new window
14.Clark, C. M.(1988)。Asking the right questions about teacher preparation: Contributions of research on teacher thinking。Educational Researcher,17(2),5-12。  new window
15.Adler, J.(2000)。Social practice theory and mathematics teacher education: A conversation between theory and practice。Nordic Mathematics Education Journal,8(3),31-53。  new window
16.Brown, R.、Coy-Ogan, L.(1993)。The evolution of Transactional Strategies Instruction in one teacher's classroom。The Elementary School Journal,94(2),221-233。  new window
17.Bryant, D. P.、Thompsson L. S.、Ugel, N.、Hamff, A.、Hougen, M.(2001)。The effects of professional development for middle school general and special education teachers on implementation of reading strategies in inclusive content area classes。Learning Disability quarterly,24(4),251-264。  new window
18.Clarke, David、Hollingsworth, Hilary(2002)。Elaborating a model of teacher professional growth。Teaching and Teacher Education,18(8),947-967。  new window
19.Duffy, G. G.、Roehler, L.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putman, J.、Bassiri, D.(1986)。The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects。Reading Research Quarterly,21(3),237-252。  new window
20.Grossman, P. L.、Smagorinsky, P.、Valencia, S. W.(1999)。Appropriating tools for teaching english: A theoretical framework for research on learning to teach。American Journal of Education,108,1-29。  new window
21.Guskey, T. R.(1986)。Staff development and the process of teacher change。Educational Researcher,15(5),5-12。  new window
22.Lin, Xiaodong(2001)。Reflective adaptation of a technology artifact: A case study of classroom change。Cognition and instruction,19(4),395-440。  new window
23.Nathan, M. J.、Knuth, E. J.(2003)。A study of whole classroom mathematical discourse and teacher change。Cognition and Instruction,21(2),175-207。  new window
24.Truscott, D. M.、Truscott, S. D.(2004)。A professional development model for the positive practice of school-based reading consultation。Psychology in the Schools,41(1),51-65。  new window
25.Williams, S.、Baxter, J.(1996)。Dilemmas of discourse-oriented teaching in one middle school mathematics classroom。The Elementary School Journal,97,21-38。  new window
26.Wong, B. Y. L.(1985)。Self-questioning instructional research: A review。Review of Educational Research,55(2),227-268。  new window
27.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education,66(2),211-227。  new window
28.Durkin, Dolores(1978)。What classroom observations reveal about reading comprehension instruction。Reading Research Quarterly,14(4),481-533。  new window
29.陳淑絹(1997)。「指導-合作學習」策略應用於國小閱讀教學之理論探討。臺中師院學報,11,65-111。  延伸查詢new window
30.秋田喜代美(1988)。質問作りが說明文の理解に及ぼす效果。日本教育心理學報,36,307-315。  延伸查詢new window
31.Andre, M. E. D. A.、Anderson, T. H.(1979)。The Development and Evaluation of a Self-questioning Study Technique。Reading Research Quarterly,14,605-623。  new window
32.Feldman, A.(2000)。Decision Making in the Practical Domain: A Model of Practical Conceptual Change。Science Education,84(5),606-623。  new window
33.Frykholm, J. A.(1999)。The Impact of Reform: Challenges for Mathematics Teacher Preparation。Journal of Mathematics Teacher Education,2,79-105。  new window
會議論文
1.宋曜廷、黃嶸生、張國恩(2002)。具多重策略的閱讀理解輔助系統之設計與應用。第四屆華人心理學家學術研討會,(會議日期: 11 月9-12)。  延伸查詢new window
2.吳敏而(1990)。國語科大意教學怎能大意。  延伸查詢new window
3.Chien, H. Y.、Sung, Y. T.、Chang, K. E.(2005)。Exploring the Professional Development in Reading Strategy Instruction from a Teacher's Learning Process: A Case Study of an Experienced Teacher。  new window
研究報告
1.Stahl, N. A.(1985)。Developing Independent Learners: Strategies and Tactics for Mastery of Text。  new window
學位論文
1.鄭英豪(2000)。學生教師數學教學概念的學習:以「概念啟蒙例」的教學概念為例(博士論文)。國立臺灣師範大學。  延伸查詢new window
2.張瑛玿(1994)。自我發問策略對國小學生閱讀理解與自我發問能力之影響。  延伸查詢new window
圖書
1.National Reading Panel(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups。Washington, DC:National Institute of Child Health and Human Development。  new window
2.林生傳(1995)。教育心理學。台北市:五南出版社。  延伸查詢new window
3.Pressley, M.、Woloshyn, W.、Burkell, J.、Cariglia-Bull, T.、Lysynchuk, J. A.、Schneider, B.、Snyder, B. L.、Symons, S.(1995)。Cognitive strategy instruction that really improves children's academic performance。Cambridge, MA:Brookline Books。  new window
4.黃美瑛(19950000)。意象:幼兒教師實際知識的運作之研究。屏東:睿煜。new window  延伸查詢new window
5.Jaworski, B.(1994)。Investigating mathematics teaching: a constructivist enquiry。London:The Falmer Press。  new window
6.Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。  new window
7.Bandura, Albert(1977)。Social Learning Theory。Prentice-Hall, Inc.。  new window
8.佐斌(2002)。師生互動論:課堂師生互動的心理學研究。師生互動論:課堂師生互動的心理學研究。武昌。  延伸查詢new window
9.Krishef, C. H.(1999)。單一受試設計與分析。單一受試設計與分析。臺北。  延伸查詢new window
10.Cohen, D. K.(1988)。Teaching Practice: Plus Que Ca Change。Contributing to Educational Change: Perspectives on Research and Practice。Berkeley, CA。  new window
11.Creswell, J. W.、Plano Clark, V. L.、Gutmann, M. L.、Hanson, W. E.(2003)。Advanced Mixed Methods Research Designs。Handbook of Mixed Methods in Social and Behavioural Research。Thousand Oaks, CA。  new window
12.Dole, J. A.(2003)。Professional Development in Reading Comprehension Instruction。Rethinking Reading Comprehension。New York, NY。  new window
13.Richardson, V.(1994)。Teacher Change and the Staff Development Process: A Case in Reading Instruction。New York, NY:Teachers College Press。  new window
14.(2004)。Observational Research in U.S. Classrooms: New Approaches for Understanding Cultural and Linguistic Diversity。Observational Research in U.S. Classrooms: New Approaches for Understanding Cultural and Linguistic Diversity。Cambridge, MA。  new window
圖書論文
1.Duit, R.(1995)。The constructivist view: A fashionable and fruitful paradigm for science education research and practice。Constructivism in education。Hillsdale, NJ:Lawrence Erlbaum Associates, Publishers。  new window
2.Hatano, G.、Inagaki, K.(1991)。Sharing Cognition through Collective Comprehension Activity。Perspectives on Socially Shared Cognition。Washington, DC:American Psychology Association。  new window
3.Cooney, T. J.(2001)。Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development。Making Sense of Mathematics Teacher Education。London, UK:Kluwer Academic。  new window
4.Anders, P. L.、Hoffman, J. V.、Duffy, G. G.(2000)。Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges。Handbook of Reading Research。New Jersey:Lawrence Erlbaum Associates。  new window
5.Zhu, E.(1996)。Learning and Mentoring: Electronic Discussion in a Distance-learning Course。Electronic Collaborators: Learner-centered Techniques for Literacy, Apprenticeship, and Discourse。New Jersey:Lawrence Erlbaum Associates。  new window
6.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
7.Richardson, V.、Placier, P.(2001)。Teacher change。Handbook of Research on Teaching。American Educational Research Association。  new window
 
 
 
 
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